few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Geometric measurement: understand concepts of angle and measure angles.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Relate addition and subtraction to length.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Represent and interpret data.

Convert like measurement units within a given measurement system.

Tell and write time.

Classify objects and count the number of objects in each category.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Measure lengths indirectly and by iterating length units.

Describe and compare measurable attributes.

Work with time and money.

Measure and estimate lengths in standard units.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
problem_activity: Narrative
The purpose of this activity is for students to compare the length of two objects using a third object. When students decide if the teacher's desk will fit through the door or compare other large pieces of furniture, they will need to be precise about which lengths they are measuring as objects like the teacher's desk, a rug, and a bookcase, have a length, width, and in some cases a height (MP6). Next, they will need to select an appropriate third object to use to compare the lengths they have chosen. Teachers may choose to assign different questions for different groups to start with to facilitate student movement around the room. Teachers may also change any question that does not apply to their classroom.
MLR8 Discussion Supports.
Synthesis: For each observation that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language.
Advances: Listening, Speaking
Engagement: Provide Access by Recruiting Interest.
Provide choice. Invite students to decide which problem to start with and the order to complete the task.
Supports accessibility for: Attention, Social-Emotional Functioning
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Each group needs measuring materials from the previous activity.
Launch
Groups of 2
Give students access to measuring materials.
“Have you ever seen someone move a large piece of furniture, like a couch, from one room to another? Is it easy to move big pieces of furniture? Why or why not?”
30 seconds: quiet think time
Share responses.
“I have been thinking about getting a new desk. If I do, I will have to move this desk out of the room. I am not sure if this desk will fit through the door. How can we check to see if it will fit?” (We could measure with a string.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“You are all going to check to see if my desk will fit through the door. You are also going to compare the length of some other objects in the room.”
Activity
15 minutes: partner work time
Monitor for a group that measures the width of the teacher's desk and one that measures the length.
Student Facing
Will the teacher’s desk fit through the door?
Show your thinking using drawings, numbers, or words.
Will a student desk fit through the door?
Show your thinking using drawings, numbers, or words.
Which is longer, the bookshelf or the rug?
Show your thinking using drawings, numbers, or words.
Which is longer, the file cabinet or the bookshelf?
Show your thinking using drawings, numbers, or words.
Which is shorter, the bookshelf or the teacher’s desk?
Show your thinking using drawings, numbers, or words.
Will the teacher’s desk fit next to the bookshelf?
Show your thinking using drawings, numbers, or words.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite previously identified students to share.
For each student, ask: “How did they compare the length of the objects? What tool did they use? What part of each object did they measure?”


correct_option_index: 10